Innovative transformations in the perception of students and lecturers in Russian universities

The article deals with the actual problem for Russian science - the attitude of students and the teaching staff of Russian universities to the ongoing innovative transformations in the system of higher education in modern Russia. Formulating the strategy of Russian education is impossible without the scientific justification of the goals, tasks and ways of modernization. With the help of the scientific approach it is necessary to determine the strategic bases for reforming higher education in the country, to comprehend its possible prospects, problems and contradictions. It should be noted that the current changes in the system of higher education in Russia are extremely ambiguous and contradictory perceived by the faculty and students and also the public at large. Realized changes in the assessment of direct participants in the process of innovation in higher education range from sharply negative to absolutely approving ones, which confirms the need for thorough scientific and theoretical understanding of the ongoing transformations and the attitude of active subjects of the educational process to them. In this connection, the work analyzes the degree of awareness and understanding by students and teachers of innovative transformations in the life activities of Russian universities. Based on a secondary analysis of the materials of sociological research, the attitude of students and teachers to individual innovative transformations is revealed. The possible influence of the attitude of students and teachers towards innovative reforms on the process of modernization of higher education in modern Russia is determined. In conclusion of the article, it is concluded that students and teachers, to some extent understanding the need for modernization changes, at the same time contradictory to the features of their practical implementation. The introduction of innovations in the system of Russian higher education faces a number of obstacles of organizational, methodological, informational, financial, material and technical nature, without eliminating which, actions aimed at modernizing higher education are unlikely to become really effective.